Backwards Design

Backward Design according to Pratt 2002

# How to Backwards Design

- “Then, contrary to much common practice, we ask designers to consider the following questions after framing the goals: What would count as evidence of such achievement? What does it look like to meet these goals?”(Pratt, 2002, p. 17)

- “What, then, are the implied performances that should make up the assessment, toward which all teaching and learning should point?”(Pratt, 2002, p. 17)

## Stages of Backwards Design

1) “Stage 1: Identify desired results”

- “What should students know, understand, and be able to do? What content is worthy of understanding? What enduring understandings are desired”(Pratt, 2002, p. 17)

2) “Stage 2: Determine acceptable evidence”

- “How will we know if students have achieved the desired results? What will we accept as evidence of student understanding and proficiency?”(Pratt, 2002, p. 18)

- “This approach encourages teachers and curriculum planners to first "think like an assessor"”(Pratt, 2002, p. 18)

- “we are referring to evidence gathered through a variety of formal and informal assessments during a unit of study or a course.”(Pratt, 2002, p. 19)

- “How will the learning be designed so that learners’ capacities are developed through use and feedback?”(Pratt, 2002, p. 19)

3) “Stage 3: Plan learning experiences and instruction”

- “With clearly identified results and appropriate evidence of understanding in mind, it is now the time to fully think through the most appropriate instruc­ tional activities.”(Pratt, 2002, p. 18)

 Template with Design Questions for Teachers (Pratt 2002)

 UbD Standards (Pratt 2002)